Freedom of Information Request: Review of Post 16 Education and Training Provision for young people with SEND (i) The purpose of the review The purpose of the review was to obtain an enhanced understanding of the current post-16 offer for students with Special Educational Needs, focusing in particular on: The curriculum provided; The impact of the curriculum in terms of outcomes for learners; Gaps in learning provision in relation to known needs; Progression opportunities including employment, supported employment, volunteering, social enterprise, and adult social care provision. (ii) The methodology of the review The research was undertaken over a period of five months between July and November 2014. It involved visits to special schools; mainstream schools; general further education colleges; sixth form colleges; independent specialist providers, including some provision outside of County Durham. The review involved interviews with senior staff using a questionnaire and in some cases a tour of facilities. A separate questionnaire was also devised for parents / carers as well as an invitation to attend a focus group discussion. Ofsted reports and Learning Difficulty Assessments were also analysed as part of the review process. (iii) Key findings The key findings from the review were disseminated at a workshop that took place in March 2015 and included: The curriculum offer varies across County Durham – Study Programmes are underdeveloped in some learning provision; The amount of time that learners spend in school or college is not consistent – schools tend to provide Study Programmes up to approximately 30 hours per week over five days; colleges tend to provide Study Programmes of approximately 16 hours per week over two to three days. This difference in the amount of taught hours does not appear to have a profound impact on learner achievement or accredited learning outcomes; There is a belief from schools, colleges and other providers that they have to deliver a qualification / award, rather than focusing on what the learner needs to learn e.g. softer key skills; Some schools, colleges and other providers use RARPA (Recognising and Recording Progress and Achievement) but many do not; 1 There is an increase in the number of learners with Autistic Spectrum Conditions, learners who have behavioural issues, and mental health issues including anxiety, self-harm and eating disorders; In the next few years, it is anticipated that there will be increased numbers of learners who have complex and profound learning difficulties and disabilities with severe cognitive impairment and complex medical issues; There are some potential learners that schools, colleges and other providers felt they are unable to accommodate – including young people who have significant emotional and behavioural difficulties; significant mental health issues affecting behaviour; sexualised behaviour; and young people who require restraint. (iv) Number and names of provisions under the scope of the review There were 25 schools, colleges and other providers under the scope of the review, as follows: Durham Trinity School; Glendene Academy; The Oaks Secondary School; Villa Real School; Queen Elizabeth Sixth Form College; Darlington College; Newcastle College; East Durham College; New College Durham; Bishop Auckland College; Derwentside College; DISC; Shaw Trust; Catch-22; Percy Hedley College; Thornbeck College; ESPA College; Catcote Futures; Real Choice; NEAS Aycliffe School; Consett Academy; King James I Academy; North Durham Academy; St John’s School and Sixth Form College, A Catholic Academy; Teesdale School. 2 (v) Details of any meetings / conversations / exchanges of documents between the reviewer and providers Christine Pickup discussed the review with the organisations listed in iv) above. Specific information is not available on the meetings/conversations and exchanges of documents between Christine Pickup (reviewer/consultant) and providers. (vi) The total cost of the review including the dissemination event The total cost of the review including the dissemination event was £14,240.50. (vii) Impact analysis of the review and any action plans produced as a result of the review A Post 16 SEND Development Plan (attached) has been produced which outlines key actions to address the recommendations from the review. The implementation of the plan will be monitored by a Preparing for Adulthood Working Group. 3.